Learning Difficulties and Self-regulated Learning among Undergraduate Students in a University in Nigeria

2012 ◽  
Vol 18 (7) ◽  
pp. 49-60
Author(s):  
Bonke Adepeju Omoteso
Keyword(s):  
Undergraduate Students ◽  
Learning Difficulties ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Contributions of Positive Psychology in Self-Regulated Learning: A Study With Brazilian Undergraduate Students

2020 ◽  
Vol 10 ◽  
Author(s):  
Vanessa Kaiser ◽  
Caroline Tozzi Reppold ◽  
Claudio Simon Hutz ◽  
Leandro S. Almeida
Keyword(s):  
Positive Psychology ◽  
Undergraduate Students ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Perception and Attitude Toward Self-Regulated Learning of Thailand’s Students in Educational Data Mining Perspective

2019 ◽  
Vol 14 (09) ◽  
pp. 34 ◽  
Author(s):  
Wongpanya Sararat Nuankaew ◽  
Pratya Nuankaew ◽  
Direk Teeraputon ◽  
Kanakarn Phanniphong ◽  
Sittichai Bussaman
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Educational Data Mining ◽  
Learning Technology ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Modern Learning

The Self-Regulated Learning (SRL) strategies can be the best. It can be achieved by a sub-goal that will be more important in the younger generation. This paper proposes the process of developing factors (attributes) which are related to the development of learning styles through self-regulated strategies. The objectives of this paper are (1) to study the perception and attitude toward the attributes of students with self-regulated learning of the students in higher education, and (2) to find the level of acceptance towards the factor of SRL using applied statistics and machine learning technology. The results show that two tools have proved the respondents and the factors of SRL in the accepted level. Besides, the results found that Thai higher education students still focus on formal learning, which conflicts with the behavior and us-age of Internet and telephone in the classroom. In future work, the author is committed to develop and apply a self-regulated learning strategy model with a combination of collaborative learning strategies of blended learning. Also, it supports undergraduate students in analyzing the factors and studying the behavior patterns of learners in suitable modern learning.

scholarly journals A Study of the Self-Regulated Learning Inventory on a HBCU Student Population in Allied Health

2007 ◽  
Author(s):  
James Goodpasture ◽  
Reinhardt Lindner ◽  
Mathews Thomas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Allied Health ◽  
The Self ◽  
Self Report ◽  
Black College ◽  
Grade Point ◽  
Self Regulated Learning ◽  
Study Results ◽  
Regulated Learning

Increased numbers of minorities in the allied health disciplines are sought for a number of reasons. One approach to increasing minority graduates in allied health sciences is to ensure that minority applicants have the learning behaviors necessary to succeed in the academic setting. In this study, we sought to determine if self-regulated learning, assessed via a self-report inventory, was significantly related to Grade Point Average (GPA) in undergraduate students enrolled in a historically black college or university (HBCU). The Self Regulated Learning Inventory V. 5 (SRLI V.5) was distributed to undergraduate HBCU students enrolled in allied health majors. The inventory was completed by 134 undergraduate students who provided the data for the study. Results indicated that the SRLI was not significantly correlated with academic success (based on student GPA). Further investigation revealed that different methods used in calculating GPA and the inclusion of transfer students likely decreased the statistical power of the association between academic performance and self-regulation.

Being a student in the social media era: exploring educational affordances of an ePortfolio for managing academic performance

2020 ◽  
Vol 37 (4) ◽  
pp. 121-138
Author(s):  
Aikaterini Alexiou ◽  
Fotini Paraskeva
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Learning Technologies ◽  
Vocational Education And Training ◽  
Control Group ◽  
Instructional Designers ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Practical Guidelines

PurposeUndergraduate students often find it difficult to organize their learning activities and manage their learning. Also, teachers need dynamic pedagogical frameworks and learning technologies for supporting learners to advance their academic performance. The purpose of this paper is to investigate the effect of an ePortfolio intervention on self-regulated learning (SRL cognitive, affective, behavioral and contextual processes) and academic achievement.Design/methodology/approachFor the purposes of this study, an ePortfolio was designed and implemented based on SRL. The ePortfolio-based self-regulated learning approach (ePSRL) system encompasses the merits of a social networking platform and the functionalities of a learning management system. The participants were 123 university students (38 females and 85 males) at a computer science department. Students were randomly divided into two groups, the experimental and the control group.FindingsThe results of the study indicate that there is a significant increase of the means across SRL processes between the perceptions in the experimental and the control group. The implementation of the ePSRL approach as a learning module for undergraduate students could enable learners to manage their learning processes, transform their behavior into measurable learning outcomes and foster their academic performance.Originality/valueThis paper considers the importance of SRL and ePortfolios. Also, highlights the need of providing technology enhanced training courses and interventions to undergraduate students for supporting them to thrive during their academic studies. Thus, it proposes a set of educational affordances and practical guidelines that can be used by practitioners, instructional designers and educators in higher education as well as in vocational education and training institutions.

scholarly journals Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding

2017 ◽  
Vol 16 (3) ◽  
pp. ar40 ◽  
Author(s):  
Jaime L. Sabel ◽  
Joseph T. Dauer ◽  
Cory T. Forbes
Keyword(s):  
Undergraduate Students ◽  
Higher Learning ◽  
Introductory Biology ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Individual Concepts ◽  
Regulated Learning ◽  
Biological Concepts ◽  
Introductory Biology Course ◽  
Support Students

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts.

scholarly journals Stimulating strategies of self-regulated learning for high-school students with learning difficulties

2021 ◽  
Vol 19 ◽  
pp. 684-707
Author(s):  
Olimpia Florentina Avram ◽  
Mihaela Luminița Sandu ◽  
Ana-Maria Mocanu
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Difficulties ◽  
Point Of View ◽  
Special Educational Needs ◽  
School Students ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Long Time

In the actual contemporary society there are more and more children with disabilities, and the most frequently requested are the Special Educational Needs (SEN), associated with other disabilities that are unnoticed until advanced ages and this because some parents refuse to realise the situation in which their child is. The prevalence of learning disabilities has increased significantly. This is one of the reasons for choosing this topic which is still relevant, the applicability is increasing both in the social system and in the education subsystem. The main objective of this paper is to highlight the learning difficulties that students face in high school. On the other hand, another objective is to illustrate the stimulating strategies for self-regulated learning and assessment. In some cases, age-specific difficulties arise during this period due to the dynamic nature of the school climate. From a pedagogical point of view, the emphasis should be on cognitive development, on the skills needed for the social integration of all students, regardless of origin, nationality and development level. Learning involves overcoming barriers, removing obstacles during individual or collective learning (Popa, D., 2013). Almost forgotten for a long time, the pedagogy of children with learning difficulties has seen a significant increase, especially during the recent years. While looking for ways to a successful learning, it should be considered the use of some methods and planning to reduce learning difficulties for students. Considering that school education (school learning) is a dominant exercise through play, especially during childhood, we must also consider the possibility of frequent learning difficulties, especially regarding children.

scholarly journals Exploring STEM Undergraduate Self-Regulated Learning at a Vietnamese Transnational University

2021 ◽  
Vol 13 (1) ◽  
pp. 6-21
Author(s):  
Christina W Yao ◽  
Trentee Bush ◽  
Courtney Collins ◽  
Minerva Tuliao ◽  
Kaleb L. Briscoe ◽  
...  
Keyword(s):  
Stem Education ◽  
Undergraduate Students ◽  
Technology Use ◽  
English Language ◽  
Language Instruction ◽  
The Self ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
English Language Instruction ◽  
Regulated Learning

STEM education in Vietnam is prioritized, yet effective learning may be difficult for students attending transnational universities. The purpose of this study is to examine the self-regulated learning experiences of STEM undergraduate students attending a collaborative transnational university in Vietnam. Challenges included English language instruction and STEM-specific terminology. Despite barriers to their learning, students describe strategies for navigating their learning process. Strategies included extensive rereading of the material, using Google to look up new terms/ideas or to translate words, asking instructors for translation, and reviewing online resources. Implications for practice include instructors providing more detailed feedback and guidance and leveraging technology use for learning.

scholarly journals Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities

2020 ◽  
Vol 12 (21) ◽  
pp. 9184 ◽  
Author(s):  
Rebeca Cerezo ◽  
Maria Esteban ◽  
Guillermo Vallejo ◽  
Miguel Sanchez-Santillan ◽  
Jose Nuñez
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Learning Processes ◽  
Tutoring System ◽  
Self Regulated Learning ◽  
Regulated Learning

Computer-Based Learning Environments (CBLEs) have emerged as an almost limitless source of education, challenging not only students but also education providers; teaching and learning in these virtual environments requires greater self-regulation of learning. More research is needed in order to assess how self-regulation of learning strategies can contribute to better performance. This study aims to report how an Intelligent Tutoring System can help students both with and without learning difficulties to self-regulate their learning processes. A total of 119 university students with and without learning difficulties took part in an educational experiment; they spent 90 min learning in a CBLE specifically designed to assess and promote self-regulated learning strategies. Results show that as a consequence of the training, the experimental group applied more self-regulation strategies than the control group, not only as a response to a system prompt but also self-initiated. In addition, there were some differences in improvement of learning processes in students with and without learning difficulties. Our results show that when students with learning difficulties have tools that facilitate applying self-regulated learning strategies, they do so even more than students without learning difficulties.

Sign in / Sign up

Export Citation Format

Share Document